ok so at this point in time of my Masters journey I can definitely confirm that this opportunity is not for the faint hearted. I am currently a bit behind schedule and I am worried that I won't have enough data to analyze and evaluate for my final report. At the moment it is just a worry, because I was supposed to start my iteration cycles this week but I haven't even finished my project plan for the first 4 weeks. Also consent forms are not all back yet. Did I leave it too late? Should I have started in term 2? Well what I can confirm is that starting in term 3 is enough time to gather the data I need. Also study leave was a means to have a break from teaching where I focused on myself and cared for the first and second term. So no! I believe that term 3 is enough time to gather the data I need for my Masters. I am so over the literature at the moment I have read so much that most times I forgot what I actually read. Does anyone out there have those moments where you write down your critical thinking about the literature and read back and say to yourself wow did I actually write this? lol for some strange reason it flows well and it makes sense to me lol well that's me at the moment.
The advice we received from our facilitators was to find the literature that has been viewed the most because chances are these are the most recommended readers which will be good for my report. Once I got stuck in the literature I actually had a surprise moment. No, not those surprises where everyone is on your side and celebrating you but the surprise in terms of saying to myself "do I actually know how bilingual education works"? If someone were to ask me how do you know your teaching practice is working for your second language learners? Well I could say well look at their books, modelling books, their reading and writing? but do I really sit down and make sense of what each child is presenting to me? You know I had this epiphany when I was reading the literature because everything we do is pretty much based on research, our actions, our beliefs about education, our drive for success. I can guarantee you that what we do in class is supported by research but do I know the research? I know, I know I am just blabbing out what's coming to me at the moment.
All I know is that there needs to be meaningful learning for me to ensure that I am an effective professional in the Bilingual space. It's just not enough just to pass by and pass with the bare minimum I need to exceed all expectations of me as a teacher. I plan to do this!
The advice we received from our facilitators was to find the literature that has been viewed the most because chances are these are the most recommended readers which will be good for my report. Once I got stuck in the literature I actually had a surprise moment. No, not those surprises where everyone is on your side and celebrating you but the surprise in terms of saying to myself "do I actually know how bilingual education works"? If someone were to ask me how do you know your teaching practice is working for your second language learners? Well I could say well look at their books, modelling books, their reading and writing? but do I really sit down and make sense of what each child is presenting to me? You know I had this epiphany when I was reading the literature because everything we do is pretty much based on research, our actions, our beliefs about education, our drive for success. I can guarantee you that what we do in class is supported by research but do I know the research? I know, I know I am just blabbing out what's coming to me at the moment.
All I know is that there needs to be meaningful learning for me to ensure that I am an effective professional in the Bilingual space. It's just not enough just to pass by and pass with the bare minimum I need to exceed all expectations of me as a teacher. I plan to do this!
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